Artificial intelligence applications and their role in supporting technological innovation among teachers and their implications for their future roles in light of the requirements of digital transformation

This study aims to anticipate the future roles and competencies of teachers in light of artificial intelligence (AI) applications and the requirements of digital transformation, with an emphasis on fostering technological innovation as a core competency for future educators. The research problem arises from the absence of an integrated framework that defines teachers’ roles and competencies in the era of the digital revolution and smart technologies, necessitating the development of a reference model to enhance teachers’ performance and professional efficiency.
The study adopted a descriptive-analytical approach alongside a field methodology, using two questionnaires: one to identify the prospective roles of teachers, and the other to reveal the main obstacles hindering the integration of AI applications. The findings highlighted essential roles for future teachers, including designing AI-supported learning experiences, analyzing learner data for guidance, engaging in continuous self-directed professional development, serving as intelligent assessors through adaptive evaluation, and facilitating effective human interaction in digital environments. The results also revealed major challenges such as weak infrastructure and insufficient continuous training.
Accordingly, the study proposed a conceptual framework encompassing a general philosophy, objectives, and future teacher roles, as well as mechanisms for implementation, while identifying challenges and strategies to overcome them. The scientific value lies in enriching educational literature on AI and technological innovation, while the practical significance is reflected in adopting the proposed framework as a reference for developing teacher preparation and training programs to meet future requirements.